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Quaver sel5/4/2023 ![]() However, the guide does not include additional information about how it was determined whether a competency was addressed, or which “core components” (i.e., the discrete skills taught within SEL curricula) comprise these broad competencies.Īnother recent effort aimed to provide schools and organizations with information about the content and features of popular SEL and character education programs to aid in program selection ( Jones et al., 2017). Programs included in the CASEL Guide address all five of these competencies. Additionally, the CASEL framework organizes the skills targeted by SEL programs into five interrelated sets of competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. For each program, the guide presents information about program design (e.g., target grade/age range, number of sessions per year) and implementation support as well as information about the evidence of effectiveness (e.g., sample characteristics, specific outcomes measured CASEL, 2013). The guides published by CASEL provide a list of SEL programs that meet CASEL standards to be considered evidence based. Given the abundance of SEL programs, the CASEL Guide aimed to assist educators in selecting carefully evaluated curricula with well-documented impact and efficacy on student outcomes. To assist in the broad dissemination of SEL curricula, The Collaborative for Academic, Social, and Emotional Learning (CASEL) published a framework for organizing SEL competencies and systematically identifying well-designed, evidence-based SEL programs. The benefits of SEL curricula are well documented: Several recent meta-analyses indicate that universal SEL interventions are effective in improving a broad array of outcomes, including social skills (January, Casey & Paulson, 2011), attitudes, behavior, and academic performance ( Durlak et al., 2011 Sklad, Diekstra, Ritter, Ben, & Gravesteijn, 2012). The implementation of universal social and emotional learning (SEL) programs in school settings is a promising approach to foster affective, cognitive, and behavioral skills among all children. Schools play an important role in the promotion of social and emotional competencies for all students. These findings illustrate the feasibility of systematically identifying core components from evidence-based SEL programs, and suggest potential utility of developing and evaluating modularized SEL programs. The core components that occurred most frequently across programs were Social Skills (100% of programs), Identifying Others’ Feelings (100% of programs), Identifying One’s Own Feelings (92.3% of programs), and Behavioral Coping Skills/Relaxation (91.7% of programs). We present the components that were identified, and the rates at which each component was included in the sample of evidence-based SEL programs. The purpose of this study was to systematically identify the core components in evidence-based Elementary School SEL programs, using the five interrelated sets of competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organizing framework. Identifying core components of evidence-based SEL programs may make it possible to develop more feasible approaches to implementing SEL in schools. However, there are several challenges to implementing manualized SEL programs in schools, including program cost, competing demands, and content that is predetermined and cannot be tailored to individual classroom needs. Implementing social emotional learning (SEL) programs in school settings is a promising approach to promote critical social and emotional competencies for all students.
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